'I 





Book , I <=t— 



5 



Agriculture 

Domestic Science 
Manual Training 




ISSUED BY THE 

STATE DEPARTMENT OF PUBLIC INSTRUCTION 

DBS MOINES. IOWA 

1915 



Preliminary Suggestions 



FOR 



Agriculture, Domestic Science 



AND 



Manual Training 



FOR 



Elementary Grades and 
High Schools 



^-, V . _ Issued by the 

STATE DEPARTMENT OF PUBLIC INSTRUCTION 
Des Moines, Iowa, March, 1915 



\.vf. 



D. of i>. 
MAY 6 1919 



FOREWORD. 

The following statements with reference to agriculture, domestic 
science and manual training are only preliminary suggestions. 
Special bulletins in each of the three subjects are being prepared 
by experts. These bulletins will contain complete information 
with respect to rooms, equipment, teachers and programs. Detailed 
lessons and directions will be given for a sufficient number of 
projects, experiments and class exercises for full courses. 

The outline on agriculture will include definite references from 
the library books and circulars on that subject given in the bul- 
letin, High School Reference Books. 

The bulletin on manual training will include a discussion of 
tools and tool processes, nails, screws, other hardware, woods and 
timber, glue and gluing, finishing, etc. 

Consolidated schools and Normal Training High schools receiv- 
ing state aid will observe special requirements for such schools. 

Albert M. Deyoe, 
State Superintendent of Public Instruction. 
March, 1915. 



— 4— 

STATUTE AND ATTITUDE. 

Chapter 248, Thirty-fifth General Assembly, states that: 

"The teaching of elementary agriculture, domestic science, and 
manual training, shall, after the first day of July, nineteen hun- 
dred and fifteen (1915), be required in the public schools of the 
state; and the state superintendent of public instruction shall 
prescribe the extent of such instruction in the public schools." 

The action of the Thirty-fifth General Assembly has a wide 
significance. School officers and teachers now have the opportunity 
to bring in much practical Avork. The right spirit and attitude 
toward these subjects as they are adapted to our educational 
scheme will do much in placing Iowa well to the front in the 
Great Forward Movement in Education. 

It is assumed that both boys and girls will take agriculture. 
It is recommended that boys only will take manual training, and 
girls only take domestic science. However, work may be pursued 
in all three subjects if the pupil so desires. 

THREE PLANS OF WORK. 

I. Plan for Work in the Grade Schools. The grade school plan 
outlines in detail thirty-six lessons in each subject. Each lesson 

, is expected to be from sixty to seventy-five minutes in length. 
These lessons may be given in grade VII or grade VIII at the op- 
tion of the school. The thirty-six lessons will be the minimum re- 
quirements for grade school work. The character of the work will 
not require expert ability in the teacher. 

II. Minimum Plan for High Schools. This provides one se- 
mester of eighteen weeks with daily work for the high school. 
Agriculture and home economics will each ordinarily require three 
regular recitation periods of 45 minutes each, and two double, or 
laboratory, periods each week. Manual training will require dou- 
ble periods of 90 minutes each daily. This is the minimum amount 
of high school work accepted. 

III. Recommended Plan for High Schools. One year of high 
school work is being outlined for those schools that desire courses 
of this length and that have the requisite teaching force and equip- 
ment to handle it. Larger schools will find the year courses much 
more satisfactory. Such schools may profitably install plan I 
in the grades and plan III in the high school, making the high 
school work elective. 



Schools may, towever, satisfy the law by adopting plan I for 
the grades or either of the plans for high school work. 

Preparation of Teachers and, Examinations. The preparation 
of the teacher who is to give instruction in agriculture, domestic 
science or manual training in Grades VII and VIII should not be 
less than six weeks of special training in these subjects — more is 
highly desirable. 

Teachers who are to give high school instruction in these sub- 
jects should have as much preparation along these special lines 
as is required for preparation to teach the other high school sub- 
jects. 

Outlines of the work to be covered in examinations for certifi- 
cates in these special subjects may be secured from the county 
superintendent. 

Unless the work in the high school may be satisfactorily pro- 
vided for with respect to the teacher, equipment, room., and time 
on the daily program, Plant No. 1 is recommended. 

AamCULTURE. 

Nature of the Work. Success with the work in agriculture will 
be measured by the spirit in which the work is entered into by 
the community and the school and the degree to which the work 
is really made practical. Real work and the actual objects should 
be the subjects for class activity, study and observation. Agri- 
culture is not a book study in the sense that many school studies 
are. Mere text-book study will not secure satisfactory results nor 
will it satisfy the requirements for the teaching of agriculture. 
Topics, experiments and projects should be assigned. Wherever 
possible these are first to be studied and observed under actual 
field conditions. Farmers' bulletins from state and national 
sources, year books of agriculture, and other excellent reference 
books should be used in checking results and also for further in- 
vestigation and study. Each pupil should keep a complete and 
accurate note book record of his experiments, observations and 
references. 

The Field Plot. To give the class opportunity to see actual con- 
ditions, observation trips to fields and farm yards should be ar- 
ranged whenever practicable. Where conditions will permit, a 
school plot for experimental purposes is highly desirable. The 
size of the plot is not important. That there be a plot, however 



Small, and that it be rightly used, is essential to the best results. 
A large garden will serve. An entire city lot may be used. A 
large high school class can utilize two or three acres in the year 
course. On the other hand some surprising results have been ob- 
tained from a strip only three feet wide along one side of the 
school yard. 

It should be remembered that the school experiment plot is of 
doubtful value unless the teacher may be responsible for the work 
for more than the nine months of the school year. Many experi- 
ments of the greatest interest and highest value to the class will 
continue through the growing season. Work of this character may 
well be encouraged. School boards will be justified in providing for 
vacation direction and care of field plot experiments and problems. 
The class teacher may arrange with individual pupils who desire 
to carry on home projects on their farms or in their gardens. 
When proper reports are made covering these vacation and home 
projects full school credit should be allowed. 

The Equipment Required — Apparatus — Boohs. Many valuable 
experiments should be conducted in the class rooms using material 
collected from various sources. Much of the material can be se- 
cured without cost, or made by pupils or teachers. For the work 
designed for Grades VII and VIII a special bulletin will be is- 
sued containing a complete list of the apparatus needed in grade 
school work. Definite page references will be found in the bulle- 
tin to twenty-five books on agriculture well suited to the needs 
and ability of pupils in these grades. These books should be pro- 
vided. 

EQUIPMENT FOR AGRICULTURE IN THE GRADES. 

In addition to the material that can be furnished from the 
homes the following apparatus will be required for work in the 
grades : 

1 Harvard trip scale $ 6.65 

1 Set iron weiglits, i/. oz, to 2 lbs 1.40 

1 Spring balance, 25 lbs. in %-lb. divisions 16 

1 Babcock milk tester, 8 bottles complete 10.00 

Extra equipment for same — 

4 milk bottles, 2 cream bottles (50%), 2 skim milk bot- 
tles (1-100), 4 acid measures, 4 pipettes (combined), 

4 brushes 4.00 

5 Tripod magnifiers (preferable each student should own one) 2.25 



— 7— 

24 Small vials, 3 inches long for teacher's collection (students 

should buy their own), with corks 46 

1 Insect mounting case, 4x5 15 

5 Rulers, maple, English and metric 20 

1 Yard stick : 2 

10 Student lamp chimneys (or have pupil bring one from home) .60 

1 Sheet ol cardboard 16x20 ............... , 10 

1 oz. Iodine 15 

1 qt. Denatured alcohol 45 

1 Alcohol lamp, 8 oz 40 

1 qt. Formalin, 40% 60 

1 oz. Chloroform 10 

1 lb. Hydrochloric acid 25 

1 lb. Nitric acid C. P 35 

2 Vials litmus paper, red and blue 16 

1 Glass graduate, graduated in drahms, 4 oz 50 

Samples of fertilizers may be secured free from the leading 
meat packing houses of the country. 

High school classes will do vastly more work. They will nat- 
urally require more apparatus. Many of their experiments will 
call for careful work. For satisfactory instruction in agriculture 
as in any other science, good equipment is necessary. 

Schools having a well equipped physics laboratory may secure 
the necessary additional equipment for $50.00 to $75.00. Some 
new apparatus may need to be provided each year for a time. 
As in the grade school plan of work, much of the equipment may, 
and should be made by the pupils. Some equipment can be se- 
cured locally. 

MINIMUM LIST OF APPARATUS FOR HIGH SCHOOL 
AGRICULTURE. 

The following apparatus will serve a class of 10 pupils. It will 
need to be ordered in advance. A liberal discount should be se- 
cured from the list prices quoted : 

1 Laboratory table for class room, 6'x3' or larger 

1 Case to store apparatus (may be huilt specially or secured 
locally). 

1 Harvard trip scale 6.65 

1 Set brass weights, in block, 1 gm. to 500 gms 1.77 

1 Set iron weights, i^ oz. to 2 lbs 1.40 

1 Set fractional weights, German silver, 1 mgm. to 500 mgm. .22 

1 Spring balance, 25 lbs., i/^-lb. divisions 16 

1_ Set soil sieves (5), wood frame, 20-40-60-80-100 2.40 

2 Thermometers, chemical, — 10° to 110°, C and F. engraved 

stem 2.80 



1 Babcock milk tester, 8 bottles complete 10.00 

Extra equipment for same — 

4 milk bottles, 2 cream bottles (50%), 2 skim milk bot- 
tles (1-100), 4 acid measures, 4 pipettes (combined), 

4 brushes . 4.00 

1 Lactometer (Quevenne's combined with thermometer) .... 1.60 

1 Hydrometer jar, 15"x2'' 50 

1 Soil augur, 4 0"xl V2" 3.00 

5 Universal soil tubes, 12", brass, interchangeable bottom... 8.75 

1 Pruning saw, flat steel back, 18 14" 1.25 

2 Hand pruners, 45c each 90 

10 Grafting knives, non-folding, 6%" 3.00 

5 Alcohol lamps, 8 oz 2.00 

5 Tripod magnifiers 2.25 

2 Glass tubes, 2" diameter, 36" or more long 2.20 

1/2 Lb. Soft glass tubing, %" 22 

% Lb. glass rods, %" 22 

6 Ft. rubber tubing 14" 60 

12 Rubber stoppers, 2-hole, 2 No. 8, 3 No. 7, 3 No. 6, 2 No. 4, 

2 No. 2 1.10 

12 Wide mouth bottles, 8 oz 60 

12 Wide mouth bottles, 2. 4 and 6 oz. assorted 45 

48 Vials, straight walls, 3" long, with corks and labels 92 

1 Gross assorted corks 50 

2 Graduates, 100 cc each 1.12 

72 Test tubes, 6x% 1.25 

5 Test tube brushes 1 20 

1 Test tube rack, 16 tubes, 8 drying pins 50 

10 Evaporating dishes, 3" diameter 1.30 

1 Package filter paper, 15 cm. diameter 20 

2 Vials litmus paper, 100 strips in each, blue 16 

2 Vials litmus paper, 100 strips in each, red 16 

1 Set of liquid measures, y, pint to 1 gallon, tin 1.00 

1 Set of dry measures, 1 quart to i/^ hushel, wood 1.50 

2 Ringstands, rectangular base, 18" rod, 3 rings each 1.20 

10 Student lamp chimneys 60 

1 Tape measure, 50 ft 1.20 

5 Tape measures, 5 ft., plain linen without case 2 5 

12 Flower pots, 4", with saucers, 6". 60 

1 Insect mount, 4x5 15 

20 Earthen saucers 55 

10 Garden trowels 1.70 

1 Qt. Formalin Preservative, 40% 60 

1 Lb. grafting wax 35 

1 Lb. hydrochloric acid 25 

1 Lb. nitric acid 35 



— 9— 

Fertilizers, insecticides, fungicides and other chemicals 
should be provided to fit the needs of the work as planned 
by the instructor. 

Soil samples — Department of Soils, Ames. 

Samples of seeds of Iowa grasses. 

Type samples of grains of Iowa. 

Heads or sheaf of each grain. 

Collection of economic seeds, free from the U. S. Department 
of Agriculture, by sending $1..50 to pay for packing and 
case. 

The University of Nebraska has a free catalog of agricultural 
samples of type seeds, grasses, etc., all nicely mounted 
and for sale. 
1 Compound microscope, 2 eyepieces, 2 objectives, double nose- 
pieces (Spencer 6 6D, Bausch and Lomb BH4, or equiva- 
lent) 33.00 

12 Microscope slides, blank, 75mmx25mm 10 

1/2 Oz. cover glasses. No. 2 round, 18mm diameter 44 

"Where schools can possibly afford it, it is strongly recom- 
mended that a Torsion Balance, at $15.00, for testing 
cream and determining the amount of moisture in but- 
ter be added to the above.) 

Similarly the Bulletin outlining work for High School classes 
will assign definite references to twenty-five or more of the best 
known reference books suited to the needs of such pupils. These 
books should be provided as part of the regular equipment. 

Room. The important part of the work in agriculture is to be 
carried on out of doors, in the fields or on the experimental plot. 

The recitation and indoor laboratory work may be conducted in 
the ordinary class room if a specially fitted room is not available. 
Space can be found to store materials and to care for experiments 
that may be several days in duration. 

The Work. In the grade school twenty-four of the lessons will 
consist of field or laboratory exercises. The other twelve lessons 
will be based thereon, summarizing and developing the observation 
lessons. The grade school work includes elementary studies treat- 
ing of farm crops, soils and a few simple animal studies. 

In the high school the actual field and laboratory work will 
be the basis of the course. Recitation work will involve the use of 
adequate reference books. There will be the customary division 
of time between laboratory and recitation — two double periods of 
laboratory for three in recitation. The high school work embraces 
farm crops, soils, animal husbandry, farm management and rural 
economics, dairying, and horticulture. Outlines covering experi- 



—10— 

ments and recitations in detail and giving exact references upon 
all topics considered are provided in separate bulletins both for 
grade and high school work. 

flOME ECONOMICS EQUIPMENT. 
Boom. 

The room or rooms devoted to the home economics department 
may be located on any floor in the building. If the basement rooms 
are well lighted, of sufficient height and properly ventilated, they 
make suitable quarters for the work in home economics. 

The number of rooms set apart for home economics must, 
of course, be determined by the number that are available or 
can be made available. While many schools will find it difficult 
to provide more than one room, yet a small adjacent room for 
storage purposes should be provided if at all possible. Next 
in order will come the sewing room and a small dining room. 
For reasons that are apparent the sewing room should be well 
lighted. The window glass space in the sewing room should 
not be less than one-fifth of the floor space. One-fourth of the 
floor space would be even better. 

Where but one room is available it should be about the size 
of an ordinary grade room, that is, from 20 to 24 by 30 to 36 
feet. A dining room 13x16 feet is of sufficient size to allow for a 
sideboard and a dining table to seat six or eight guests with 
ample room for the waitress. 

EQUIPMENT. 

Laboratory. 

This room should be provided with suitable cupboards, a sink, 
and work benches sufficient to give each individual pupil in the 
largest class a working space as follows : 

Width 26 to 30 inches. 

Depth 20 to 24 inches. 

The height of the benches should not be less than 30 inches nor 
more than 32 to 34. The work benches should be built absolutely 
mouse proof and provide each pupil with a drawer and cupboard 
space for the individual equipment. Benches built with shelves 
instead of drawers are very unsatisfactory. 

Each pupil should be provided with a bread board and a meat 
board of suitable size. A stool or seat of some kind should also 
be provided. It is very convenient, especially where the laboratory 



room is somewhat small, to have the benches built with a recess in 
which the stool or seat can be made to disappear. The windows 
and the door in the laboratory room should be screened. This is 
especially important. Suitable blackboards should also be provided. 
Many supply houses are furnishing benches for the home eco- 
nomics laboratory that are highly satisfactory. These benches are 
neat and attractive in appearance and cost but little, if any, more 
than home made benches. Ordinarily they are much superior in 
workmanship, convenience and durability, than benches that can 
be made at home. Whether the benches are made locally or are 
purchased ready made from supply houses, great care should be 
taken to get good tops. Where the benches are made locally and 
wood, tops are used, this is particularly important. 

Fuel. 

The fuel that is to be used in the home economics laboratory 
will be governed by circumstances. Where city gas is available it 
makes the most satisfactory, convenient and economical fuel for 
laboratory use, but where city gas is not available many small 
towns are fortunate in having a good dependable day current of 
electricity. Where a day current of electricity is available at a 
reasonable rate it is very satisfactory. It is clean, has no odors, 
and has many other decided advantages. The objection that few 
homes represented by the members of the class use electricity for 
cooking purposes, need not be given much consideration. It is 
probable that no more difficulties are involved for a girl to go from 
an electric stove to a gas, wood or coal range, than for her to go 
from one make of coal range to another. 

But where city gas or day current electricity is not available it 
will be necessary for the board to provide some other fuel. On ac- 
count of the danger involved, the Department of Public Instruction 
is of the opinion that under no circumstances should the gasoline 
stove be used. Denatured alcohol stoves or kerosene burners (Blue 
Flame) are sometimes used, denatured alcohol ordinarily retails 
at 50 cents a gallon. It is smokeless, odorless, and the difference in 
expense, if any, per heat unit, is slight. Where the kerosene stoves 
do not leak and where exceptional care is taken to keep the wick 
clean and properly trimmed, and to avoid spilling kerosene when 
filling the stoves, there is not much difficulty from smoke, soot and 
odors. 



—12— 

The high kerosene stove that cannot be placed on the back of 
the pupil's table between herself and the teacher has disadvantages- 
that are serious. 

The amount of fuel used in the home economics laboratory is 
so small that even though the most expensive fuel is used the cost 
is not a burdensome expense; so safety, convenience and freedom 
from smoke, soot and objectionable odors should have chief con- 
sideration in deciding the fuel to be used. Where city gas or day 
current electricity is not available many boards install private 
gas plants. Of the systems that we have had opportunity to ex- 
amine the F. P. Gas Plant and the Blaugas system are entirely 
satisfactory and the cost of installation and upkeep is very rea- 
sonable. Many schools are now using one or the other of these 
systems. 

Without doubt the best arrangement for the work benches in the 
home economics laboratory or kitchen is the rectangular or hollow 
square formation with at least two openings. This arrangement 
with the pupils and their individual equipment on the outside and 
the teacher with a small supply table on the inside not only brings 
the hot plates between the teacher and the pupils but it also enables 
the teacher to observe the entire class easily and to pass readily 
from one pupil's work to another. 

INDIVIDUAL EQUIPMENT. 

Multiply hy Numher in Class. 

1 gas or other burner. 

1 14x18 kneading board. 

1 meat board. 

1 Ty2 inch rolling pin. 

1 7 inch mixing bowl, white lined. 

1 3x5 individual bread pan. 

1 custard cup, white lined. 

1 % qt. granite mixing bowl. 

1 6 inch granite plate. 

1 paring knife. 

1 double boiler (1 pint). 

1 biscuit cutter, 

1 tablespoon — standard. 

1 teaspoon — standard. 

1 kitchen knife. 



—13— 



1 


kitchen fork. 


1 


egg whisk. 


1 


Dover beater or 1 for 2 pupils. 


1 


wire sieve. 


1 


small spatula. 


1 


individual steel skillet. 


1 


saucepan with handle and cover. 


1 


standard measuring cup. 


1 


wooden spoon. 


1 


soap dish. 


1 


vegetable brush. 


1 


salt shaker. 


1 


pepper shaker. 




GENERAL OR CLASS EQUIPMENT 


1 refrigerator, if ice is available. 


1 


granite tea kettle. 


3 


muffin pans (9 hole). 


3 


8x10 inch drip pans. 


1 


No. 2 Universal food chopper. 


1 


kettle strainer. 


1 


granite kettle (2 to 3 qt. ) . 


1 


No. 8 steel skillet. 


2 


granite saucepans with covers. 


2 


granite mixing bowls (2 qt.). 


1 


combination can opener and cork screw. 


2 


covered garbage cans. 


2 


granite water buckets. 


5 


square cake tins. 


1 


deep round cake tin. 


2 


oblong cake or biscuit tins. 


1 


6 inch butcher knife. 


12 


cups and saucers. 


12 


plates. 


1 


granite coffee pot. 


1 


granite tea pot. 


1 


nutmeg grater. 


1 


bread knife. 


1 


funnel. 


2 


toasters (4 slice). 



1 sink strainer. 

2 1 quart double boilers. 
2 flour sieves. 

5 dish pans. 

5 rinsing pans. 

1 12 inch serving tray. 
1 lemon squeezer. 

1 coarse grater. 

2 2 quart pitchers. 
2 10 inch platters. 

2 7 inch bakers. 

3 supply cans. 

1 scale (dial 24 lb.). 
1 wire basket — 8 inch. 

SUGGESTED ADDITIONAL EQUIPMENT. 

1 fireless cooker. 

1 good range. 

1 plain oak dining table. 

6 dining chairs to match table. 
1 buffet or china cupboard. 

1 small serving table. 

1 dozen teaspoons. 
% dozen dessert spoons. 
% dozen forks. 
y-2 dozen knives. 

4 tablespoons. 

1 carving knife and fork. 
6 glasses. 

2 table cloths. 

1 dozen napkins. 

Set of plain white German china or a Syracuse china in simple 
design. 

SEWING ROOM EQUIPMENT. 

Sewing tables and one or more sewing machines. 

MANUAL TRAINING. 

Suggestions for a Manual Training Course in Woodwork in Sev- 
enth and Eighth Grades and High School in a Rural or Small 
Urban Community. 



- ^15— 

The suggestions witii respect to the plan of the work, the time 
devoted to this subject, its location in the grades, and the training 
of the teacher are given above. 

Objects. 

1. Appeal to instinct to do. 

2. Apply doing side in motivating other school work. 

3. To give manual skill. 

4. To acquaint the pupils, if only to a limited degree, with some 
of the vocations. 

5. To promote respect for labor. 

6. To help the pupil to find himself. 

7. To equip with a fuller training than can be given by books 
alone by bringing pupil in contact with real life and real things. 

Equipment. 

Tools, including only those which are absolutely necessary for 
the simplest form of work: 

Cross-cut Saw. 

Kip Saw. 

Jack Plane. 

Block plane. 

Marking Gage. 

Try Square. 

Two-foot Rule. 

Hammer. 

Screw-Driver. 

Chisel. 

Bit and Brace. 

Jackknife. 

The cost of these tools is about $8.50. All tools should be of 
standard make and quality. Good tools are essential. 

A special woodworking bench should be provided for each pupil 
in the class. Good benches cost from $7.50 to $12,00. A few 
general tools, materials for the articles made, and accessories will 
also be needed. 

Room. 

The size of the room will depend on the number to be accom- 
modated. About forty square feet of floor space should be pro- 
vided for each pupil. The room should be dry, well heated, 



—16— 

ventilated and lighted, neatly finished, orderly and attractive. 
There should be provided racks for lumber, cases for stains, 
varnish, glue, nails, the unfinished work of the pupils, etc. A wall 
rack for general tools, hooks for work aprons, coats and hats, 
and a blackboard, should be installed. Everything should be kept 
in shipshape manner. 

OUTLINE OF A ONE-YEAR COURSE IN WOODWORKING 
FOR THE GRADES. 

Group I. 

Construction involving cutting to length and assembling. Ar- 
ticles to be of such a character that extreme accuracy is not de- 
manded. Material of proper width to be furnished. 

Operations Emphasized. Topics for Study. 

1. Use of rule in measuring. 1. Rules — kinds, graduation, uses, 

2. Use of try square in testing. etc. 

3. Use of back saw for cutting to 2. Squares — kinds, construction, 

length. uses, etc. 

4. Use of hammer and nails. 3. Saws — construction, shape, 

sizes, kinds, uses, etc. 

4. Hammers — kinds, sizes. 

5. Nails — kinds, sizes, uses. 

Suggested Articles. 
Loom, fly trap, plant support, plant label, dibber, work bench. 

GROUP II. 

Construction in which it is necessary to make edges and ends of 
pieces true, but not necessary to true the broad surfaces. Use mill 
planed stock. 

Operations Emphasized. Topics for Study, 

1. Use of ripping and cross-cut- 1. Jack plane and block plane — 

ting saws in getting out construction, parts and their 

stock. uses, adjustments, uses. 

2. Use of jack plane in truing 2. Gages — kinds, construction, 

edges. uses. 

3. Use of gage in marking width. 3. Cross-cutting and ripping saws 

4. Use of block plane in ends. — differences between, shape 

of teeth, action of teeth, set, 
etc. 

Suggested Articles. 
Nail box, bird house, flower box, seed flats, feed hopper, depth- 
planting box. 



-17— 



Group III. 
Construction involving the boring of holes. 

Operations Emphasized. 

Locating center of holes. 



Use of brace and bit for boring 
holes. 



Topics for Study. 

1. Bit braces — construction, ad- 
justment, sizes, uses. 

2. Auger bits — ^kinds, parts and 
their function, uses. 

Other boring tools. 

3. Planes — Further study of 

planes, kinds, construction, 
uses, etc. 

4. Structure of wood-bark, cam- 

bium, sap wood, heart wood, 
^ annual rings, medullary 

rays, etc. 

Suggested Articles. 

Counting board, game board, spool holder, camp stool, corn 
tray, seed case, etc. 

Group IV. 

Construction in which it is necessary to make a piece true and 
square to given dimensions. 



Operations Emphasized. 

1. Use of plane in making broad 

surface true. 

2. Use of plane in making edge 

true. 

3. Use of gage in marking the 

width. 

4. Use of plane in making edge 

true to gage line. 

5. Use of gage in marking thick- 

ness. 

6. Use of plane in making broad 

surface true to gage line. 

7. Use of block plane in making 

end true. 

8. Use of square and knife in 

marking length. 

9. Use of back saw in cutting to 

knife line. 

10. Use of block plane in making 

end true. 

11. Use of sandpaper in smooth- 

ing. 



Topics for Study. 

1. Block plane — Special emphasis 

upon construction and ac- 
tion. 

2. Sandpaper — ^materials. kinds, 

sizes, uses. 
?.. Properties of wood resulting 
from structure, grain, tough- 
ness, elasticity, swelling, 
shrinking, warping. 



—18- 



12. Emphasize order of operations 
with reasons. 

» 
Suggested Articles. 

Cutting board, book rack, wall shelf, bench hook, checker board,, 
sewing frame for books, barn medicine case. 

Group V. 

Construction requiring the cutting of grooves running across 
the grain. v 



Operations Emphasized. 

1. Use of rule, knife, square and 

gage in laying out groove. 

2. Use of back saw in cutting 

sides of groove. 

3. Use of chisel in removing waste 

material. 



Topics for Study. 

1. Chisels — kinds, sizes, uses. 

2. Lumher — cutting, logging,. 

milling methods of sawing, 
plain sawing, quarter saw- 
ing, differences between 
product of the two ways of 
sawing as to nature and' 
value. 



Sandpaper block, 
stool. 



Suggested Articles. 
book trough, book case, saw-horse, milking 

Group VI. 



Construction involving pieces with curved outlines. 



Operations Emphasized. 

Laying out curves by dividers, 
locating points or use of pat- 
terns. 

Use of chisel for cutting convex 
and concave curves. 

Testing for square edge. 

Use of sandpaper in smoothing 
edges. 



Topics for Study. 

1. Dividers — kinds, sizes, uses. 

2. Other methods of cutting 

curved outlines. 

3. Seasoning lumber — reasons 

for, methods, time required. 



Suggested Articles. 

Sleeve board, letter rack, book rack, bracket shelf, round top 
stand, home emergency ease. 

Group VII. 

More complex construction involving the operations already- 
learned. The character of the problem given under this group 



—19— 

will depend upon the time remaining after having completed the 
work outlined in the preceding groups. 

Operations Emphasized. Topics for Study. 

To be selected from those in 1. Wood — Study some of the com- 
the other groups. mon woods, characteristics. 

i m p o rtance, distribution, 
uses. 
2. Sharpening plane bits and 
chisels, difference between 
dull and sharp tool, shape of 
edge, angle of edge, grind- 
ing, whetting, etc. 

Suggested Articles. 

Bench vise, girl's work box, wind mill, water wheel, book shelves. 
talx>ret, sled, chicken brooder. 

Mechanical Draiving. 

Throughout the course an effort should be made to teach the 
principles of working drawings through explanations, reading 
of blue prints, and perhaps some free hand working drawings 
made on cross-section paper. 

OUTLINE OF A ONE-YEAR COURSE IN WOODWORK FOR 
HIGH SCHOOLS. 

This work will continue the use of tools, taking up the miter 
box, the construction of joints, gluing, finishing and hardware. 

AVhere pupils have not had woodwork in the grades, groups 
I to VI, inclusive, should be given for the first half year's work 
and groups VII to XI, inclusive, for the second half year. Where 
pupils have had work corresponding to the course outlined for the 
grades, groups V to IX. should be given for the first half year in 
the high school and the remaining groups for the second half 
year. 

Group 1. 

Construction involving use of the saws, planing to width and 
assembling with nails or screws. 

Group II. 

Construction in which it is necessary to make a piece square 
and true to given dimensions. 



—20— 

Group III. 
Construction involving the cutting of a groove across the grain. 

Group IV. 
Construction involving the boring of holes. 

Group V. 

Construction in which pieces are joined by means of a halved 
joint. 

Group VI. 

Construction in which it is necessary to fasten pieces edge to 
edge with glue and dowels. 

Group VII. 

Construction involving the laying out and cutting of angles. 

Group VIII. 

Construction involving laying out and cutting curves and model- 
ing surfaces. 

Group IX. 
Construction involving some form of groove joint. 

Group X. 
Simple construction involving mortise and tenon joint. 

Group XI. 
Optional construction involving operations already learned. 

Group XII. 

Construction of a framed structure — simple furniture or simple 
building construction. 



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Syracuse, N. Y. 

PAT. IAN. 21. 1908 



LIBRARY OF CONGRESS ^1 



022 152 238 2 



